Bibliogr. p. 179-201. Index.

Introduction -- Epistemological Stance — Some Important Definitions — Context — Chapter Organisation

Part 1: Reference Theories: Interrelationships and Complementarities

1. Neurophysiology, Cognition, and Language -- Neurophysiology and Cognition — Language, Cognition, and Knowledge — Language and Modularity — The Age Factor — Musical Development and Language Development — Effect of Disciplinary Knowledge on L2 Production — Situated Cognition — Attention

2. Language and Cognitive Development in a Plurilingual Perspective -- Neurophysiology and Plurilinguialism — From Codeswitching to Codemeshing and Translanguaging — The Present Situation of Plurilingual Education and Research — From Additive and Subtractive Bilingualism to Dynamic Bilingualism — The Benefits of Plurilingual Competence — Language(s) and Identity

3. Multilingual Practices -- Translation — Multilingual Education — Content and Language Integrated Courses — Multimodality/Multiliteracy — Plurilingualism and Teaching — The Multilingual Teacher's Specific Competence — Requirements for the Education/Training of Teachers — Teaching and the Native Speaker

4. Psycholinguistics and SLA: Useful Constructs Revisited -- Action and Interactions in Language Learning — The Information Processing Model — The Dual-Processing System of Language Production in L2 and Formulaic Language — Connectionist Models of Language and L2 Competition Model — Psycholinguistic and Sociolinguistic Factors in Multi/Plurilingualism: Emergentism and the Dynamic Systems Theory — Plurilingualism in the Connectionist Paradigm — A Dynamic Framework of Emerging Language — Attention in Language Learning — Focus on Form, Focus on Forms and Focus on Meaning — Mediation and Metareflection

5. Cultures, Affects and Identities -- Perception — Transculturing — Emotions — Motivation Construction of the Agent — Conclusion: Speaking as a Specific Situated Action

6. The Potential of Information and Communication -- Technology for Language Learning — Recognised Benefits of ICT for Language Learning—  Informal Learning — Open Educational Practice — ICT and Computer-Mediated Communication — Defining Telecollaboration and Its Scope — Collaboration

7. Context -- ntroduction — Definitions — Why Context Should be Taken into Account — Context Indicators — Validity of the Construct — Universal Values and Local Contexts — How to Understand Contexts — Objectivity of the Analysis Conclusion

Part 2: Multilingual Practices in Action

8. Organisation of the Study -- Introduction -- Methods

9. North America -- Case 1: Translanguaging Practices in New York State Schools — Cases 2, 3 and 4: A Five-Phase Approach to Translanguaging in Schools — Case 2: Translanguaging in a Social Studies Class — Case 3: Translanguaging in a Bilingual Classroom in New Mexico — Case 4: Translanguaging in a Science Class — Case 5: Translanguaging Practices in a Bilingual University in Puerto Rico

10. Africa -- Case 6: Promoting National Languages with French at Primary Level — Case 7: Benefits of Using the Home Languages in Primary Schools — Case 8: Translanguaging in a Mathematics Class in English-Speaking Africa — Case 9: Informal Learning of Italian by TV Viewers in Tunisia

11. European Large-Scale Projects and Intercomprehension Networks -- Case 10: A Website for CLIL Teachers in Italian High Schools — Case 11: Online Intercomprehension Learning Programme for Romance Languages (Example 1) — Case 12: Online Intercomprehension Learning Programme for Romance Languages (Example 2) — Case 13: Online Intercomprehension Learning Programme for Romance Languages (Example 3) — Case 14: Developing University Students' Academic and Professional Vocabulary through Reading Intercomprehension and ICT — Case 15: Promoting Regional and Minority Languages through Intercomprehension at Primary and Secondary School Level

12. European Small-Scale Projects -- Case 16: An ICT-Supported Translanguaging Approach to Collaborative Writing — Case 17: Promoting Bilingualism and Biliteracy in a Two-Way Immersion Programme — Case 18: Implementing a Plurilingual CLIL Programme in a University in a Monolingual Region of France — Case 19: A Binational Course in Applied Linguistics (France and Germany) — Case 20: Promoting Plurilingualism in a University in Denmark — Case 21: Multilingual in a Ukrainian University — Case 22: Writing Class for Students from Different Countries — Case 23: Plurilingual Language Awareness and Self-Recognition — Case 24: A MOOC that Relies on Plurilingual Reflection

13. Telecollaboration -- Case 25: Telecollaboration between Quebec and Australia — Case 26: Telecollaboration between a French and Irish High School — Case 27: Telecollaboration between Speakers of the Two National Languages in Belgium — Case 28: Telecollaboration between Learners of Distant Languages — Case 29: Preparing for International Exchanges through Telecollaboration — Case 30: Telecollaboration for Intercomprehension — Case 31: Telecollaborative Teacher Training Courses — Case 32: The Benefits of Asynchronous Telecollaboration — Case 33: Corrective Feedback in Telecollaboration — Case 34: Identity Construction in Telecollaborative Practices — Case 35: Telecollaboration to Enhance Pragmatic Competence — Case 36: Bringing Telecollaborative Practices to Primary School Children — Case 37: Effects of Tandem Practices on Corrective Feedback

14. Learning Languages in Multilingual Contexts: Where Are We Now? -- Contexts — Teacher Education and Training — The Consequences of So Many Different Situations and Positions — Assessment and Evaluation — Factors Enabling or Inhibiting the Development of a Bi/Plurilingual Programme — Consistency with the Theoretical Data

15. When Theory and Practice Meet

Part 3: Designing Contextualised Language Learning Environments in a Plurilingual Perspective

16. Multilingual Language Learning and ICT

17. Designing Courses and Tasks in a Multilingual Perspective -- Towards a New Approach — Curriculum as Interaction — Content and Language Integrated Learning (CLIL) / Bilingual Education in Curricular Development — Types of Language — Implications for Learning Activities — Social Situations — A Flexible Approach to CLIL-Oriented TBLT — Teacher Education and Language Awareness — Practical Framework

18. Modelling the Work -- Tasks — Learning Environments and the Teacher's Role — Teacher/Tutor's Role and Community of Learners — Individualisation/Socialisation of Learning — Discontinuity and Changes in LLEs — Synthesis — Concluding Remarks

"The majority of people around the world live in multilingual societies, and so it follows that plurilingualism should be considered normal. This book proposes a flexible and adaptive framework for designing and implementing language learning environments and tasks, which will be useful for practitioners working in classrooms where many languages are already spoken. The authors begin by presenting a state-of-the-art review of current research on language learning, language teaching and multilingual language acquisition. This is followed by a qualitative review of 37 multilingual research projects, which are treated as case studies to inform the practical guidance that constitutes the remainder of the book. The information and practical framework contained within this book will be of interest to researchers, teachers and teacher educators." (Book Cover)

Autres contributions : Malory Leclère, and Gregory Miras (auteurs)